Literaturnachweis - Detailanzeige
Autor/inn/en | Chadwick, Zoe; Edmondson, Amanda; McDonald, Sarah |
---|---|
Titel | Engaging with Animal-Assisted Interventions (AAIs): Exploring the Experiences of Young People with ASD/ADHD Diagnoses |
Quelle | In: Support for Learning, 37 (2022) 1, S.44-61 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0268-2141 |
DOI | 10.1111/1467-9604.12394 |
Schlagwörter | Animals; Intervention; Therapy; Mental Health; Well Being; Autism; Pervasive Developmental Disorders; Attention Deficit Hyperactivity Disorder; Students with Disabilities; Self Esteem; Emotional Development; Identification (Psychology); Program Effectiveness; Psychological Patterns |
Abstract | Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12-15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) "Self-esteem," with sub-themes "motivation and reward," and "self-awareness," (2) "Emotional benefits" with "strategy building," and "support" and (3) "Identification." Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |